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SDSUADELANTEYEAR3EVALUATION

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Professional Development Pre-service National Professional Program Grant Performance Report

ADELANTE Dual Credential Program

Year Five Evaluation 2016-17

Executive Summary

Prepared by Dr. Alberto M. Ochoa December 16, 2017

ADELANTE is a teacher education project that bridges Biliteracy and Special Education

teacher preparation. ADELANTE was designed by faculty in two higher education departments engaged in teacher preparation to respond to California’s need for bilingual special education teachers. In California (CSDE Dataquest, 2015-16) about 1 in 4 students are identified as English Language Learners (ELs). For California the count for ELs is 1,373,724 (80.85% Spanish), for San Diego County the EL count is 111,284 (81.13% Spanish).

ADELANTE (SDSU) Year 5 Evaluation documents the program sixteen participants’ perceptions of the training received during the academic year 2016-17.

In fiscal year 2016-17, sixteen (16) participants completed program course work and

program field activities. By fall 2017, seven (n=7) candidates completed both the Bilingual Authorization (BCLAD) Credential under the California SB 2042 requirements and the Special Education Mild-Moderate Specialist Emphasis Credential (SPED-MMC). In addition, three (n=3) candidates completed the BCLAD credential, and six (n=6) completed the Special Education Mild-Moderate specialization. As of June 2017, approved carryover funds will enable an additional eight participants (see Appendix 1 Yr.5 list) to complete dual credential in June 2018.

The sixteen (n-16) participants in year 5 of ADELANTE were assessed at the end of the

year using the California Standards for the Teaching Profession (CSTP). The focus was to determine participants’ perceptions of how the program was beneficial to their development as bilingual educators, Special Education Mild Moderate educators, and as completers of the dual credential in bilingualism and special education.

The sixteen participants also were provided professional development activities in the

form of specialized experiences and conferences. Of importance to the participants was Feria Educativa. AnnuallyFERIAprovidesafallconferencethatpartnerswiththeADELANTEprogramandLatinoSpanishspeakingfamilies,SpecialEducationprofessionals,agencies,localschooldistrictsandnationallywiththeIDEAPartnership,USDepartmentofEducation,CommunityofPractice(Family,SchoolandCommunity,PracticeGroup).

Inregardtoprofessionaldevelopment,ADELANTEparticipantsweresupportedtoattendspecializedtrainingsintheSpanishlanguageandspecialeducationexperiencesinAvila,Spain.Furthermore,ADELANTEparticipantsattendedSanDiegoCountyconferencesinbiliteracy,specialeducation,andparentengagementtoimprovetheir


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knowledgeandskillsinthedualfieldsofBiliteracyandSpecialEducation(CABE, CEC, CATESOL, TESOL).

Lastly, twelve program graduates in the SDSU Dual Credential program (Bilingual & Special Education) were used support program participants working on their dual credential by provided mentorship, pedagogical support, and professional growth in the profession (Salinas Ramos, Navarro, Engberg, Franklin, Zambrano, Pye Miller, Medrano, Michael, Aguilera, Higareda, Lara, Parra).

The list of ADELANTE participants in year 5 is found in Appendix 1. The specific results of the 2016-17 evaluation are found in Appendix 2 (Knowledge Gained) and 3 (Skills Acquired). The results outlined the responses of the 16 participants based on a 36 item Liker Survey covering seven teaching standards based on the California Standards for the Teaching Profession and Biliteracy Standards. In Appendix 4 qualitative data is also provided based on the 16 participants’ opinions as to the strengths, weaknesses, opportunities and tensions (SWOT) of the ADELANTE program for program improvement.

Overall, the program exit interview conducted in June 2017, using quantitative (survey)

and qualitative (SWOT process and open ended questions) data, indicates that all of the 16 participants predominantly rated the seven CSTP standards at or above 3.0 (Agree). Knowledge and skills gains were also noted from year one to year two of the program in all seven standards of the teaching profession. Recommendations for program enhancement are provided in pages 9 & 10 of this report.


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Professional Development Pre-service National Professional Program Grant Performance Report

ADELANTE Dual Credential Program

Year Five Evaluation 2016-17

Program Background

ADELANTE is a teacher education project that bridges Biliteracy and Special Education

teacher preparation. ADELANTE was designed by faculty in two higher education departments engaged in teacher preparation to respond to California’s need for bilingual special education teachers. In California (CSDE Dataquest, 2015-16) about 1 in 4 students are identified as English Language Learners (ELs). For California the count for ELs is 1,373,724 (80.85% Spanish), for San Diego County the EL count is 111,284 (81.13% Spanish).

ADELANTE was created to continue to develop a dual credential program (Bilingual and Special Education) to respond to the lack of teacher preparation when it comes to supporting English learners (ELs) with special education needs. The fields of special education and biliteracy development are collaborating to determine what are best teacher preparation, teaching practices, and assessments to effectively and appropriately meet the linguistic and academic development of English language learners (ELs) with special disabilities. Furthermore, a continuation of the long history of disproportionate representation among culturally and linguistically diverse students in special education indicates the presence of biased, problematic educational approaches, and lack of teacher preparation to service ELs with special disabilities (Artiles, Kozleski, Trent, Osher, & Ortiz, 2010; Colorin Colorado, 2015; Samuels, C. 2016; Ortiz, Robertson, Wilkinson, Liu, McGhee, & Kushner, 2011; Solorzano, 2008).

Thus, the ADELANTE project has been actively addressing the lack of academic programming to develop qualified bilingual special education teachers and to address the educational development of ELs with special needs in K-12 public schools. This is done through teacher education courses, teaching practicum, and seminars in the two disciplines of bilingual/ biliteracy and Special Education Mild-Moderate emphasis in the College of Education at SDSU.

ADELANTE Evaluation Standards

Six standards derived from the California Standards for the Teaching Profession (CSTP,

1997) and an additional standard seven from the SDSU Bilingual Authorization Credential (2008) were used to assess the ADELANTE program participants (N=16) in June 2017 and December 2017. The standards are:

1. Engaging and Supporting All Students in Learning, 2. Creating and Maintaining an Effective Environment, 3. Understanding and Organizing Subject Matter, 4. Planning Instruction and Designing Learning Experiences, 5. Assessing Student Learning,


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6. Developing as a Professional Educator, and 7. Link With the School Community & A Mediator of Culture.

The CSTP standards were developed by the California Commission on Teacher

Credentialing (1997) to facilitate the induction of beginning teachers into their professional roles and responsibilities and to provide a common language and a new vision of the scope and complexity of teaching. In addition, standard seven was developed by the SDSU Bilingual Teacher Education Credential program in 2008 to address biliteracy skills. In the ADELANTE program, the standards are used to guide pre-service and in-service teachers as they define and develop their practice.

These seven standards taken together are intended to guide the preparation of ethnically diverse bilingual teachers and the students they will serve in California, especially ELs with special challenging disabilities.

ADELANTE Evaluation Question The guiding questions for the evaluation of the ADELANTE program is:

What are the perceptions of program participants in preparing them as pre-service teachers to work in the K-12 public school context and to provide academically based instruction to ELs who have special disability challenges?

Data Sources and Methods

The data is derived from the California Standards for the Teaching Profession (CCTC, 1997) and from the Standards aligned to the Bilingual Authorization Credential (2008). The data reports on the seven standards that cover 36 pedagogical items, with each standard covering 5 to 6 items. Participants were asked at the end of the 2016-17 academic year to assess their experiences in two areas: KNOWLEDGE and SKILLS attainment (see Appendix 2 & 3). In addition, at the end of the academic year a SWOT process of the program was undertaken to also obtain qualitative data.

Results

The results of the 2016-17 evaluations are positive with all candidates assessing the program

favorably. Three types of data were collected: First, data on KNOWLEDGE attained is found in Table 1 (see Appendix 2 for sub-knowledge descriptors). Secondly, data on SKILLS attained is found in Table 2 (see Appendix 3 for sub-skills descriptors). Thirdly, students’ qualitative responses to the perceived STRENGHTS, WEAKNESSES, TENSIONS and OPPORTUNITIES of the ADELANTE program are found in Appendix 4.

The evaluation report is presented in three parts: Part I Overall Knowledge Gains, Part II Overall Skills Gains; and Part III Knowledge and Skills for Further Enhancement for Year 6 (using carryover funding for 2017-18. Nine recommendations are provided for program enhancement.


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Part I Overall Knowledge Gains

Under KNOWLEDGE gained the 16 participants indicated the extent to which they agreed or disagreed as to the level of Knowledge gained as a result of the academic experience in the BILINGUAL Authorization and SPED Mild Moderate Specialist programs or both. Table 1 below provides the results of the seven standards. Overall, the data indicates that all of the 16 participants rated standards 1 to 7 predominantly at or above 3.0 (Agree). The range of ratings was from 3.13 to 3.66, with 4.0 being strongly agree. Knowledge and skills gains were also noted from year one to year two of the program in all seven standards of the teaching profession.

Table 1 California Teacher Profession Standards Knowledge Gains YR 5 (2016-17)

Scale: 1=Strongly Disagree 2=Disagree 3= Agree 4=Strongly Agree

As a result of my participation in ADELANTE, I have increased my KNOWLEDGE to:

BCLAD Mean

N=3

SPEDED MM

Mean

N=6

Dual BCLAD & SPEDED

Completers N=7

Standard 1: Engaging and Supporting All Students in Learning

3.48 3.16 3.63

Standard 2: Creating and Maintaining Effective Environments for Student Learning

3.43 3.13 3.61

Standard 3: Understanding and Organizing Subject Matter for Student Learning

3.33 3.16 3.66

Standard 4: Planning Instruction and Designing Learning Experiences for All Students

3.44 3.20 3.65

Standard 5: Assessing Student Learning 3.44 3.36 3.63

Standard 6: Developing as a Professional Educator 3.48 3.20 3.65

Standard 7: Link With the School Community and a Mediator of Culture

3.44 3.00 3.59

Under KNOWLEDGE gains, for the seven dual credential completers the highest standard rated by the seven participants was “Understanding and Organizing Subject Matter for Student Learning” with a mean of 3.66, while the lowest rated standard was “Link With the School Community and a Mediator of Culture ” with a mean of 3.59.

For the six Special Education MM participants, the highest rated standard was “Assessing Student Learning” with a mean of 3.36, while the lowest rated standards was “Link With the School Community and a Mediator of Culture” with a mean of 3.00.

For the three BCLAD participants, the highest rated standard was “Engaging and Supporting All Students in Learning” with a mean of 3.48, while the lowest rated standards was “Understanding and Organizing Subject Matter for Student Learning” with a mean of 3.33.


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Overall for the dual credential graduates (N=7) there was consistent agreement of KNOWLEDGE growth over the two-year academic program with a mean of 3.63 in all 7 standards.

Part II Overall Skills Gains

Under SKILLS gained the 16 participants indicated the extent to which they agree or disagree as to the level of SKILLS gained as a result of the academic experience in the BILINGUAL Authorization and SPED Mild Moderate Specialist programs. Table 2 below provides the results of the seven standards. Overall, the data indicates that the 16 participants rated predominantly all seven standards at or above 3.0 (Agree). The range of ratings was from 2.88 to 3.66 in a scale of 4. Skills gains were also noted from year one to year two of the program in all seven standards for the teaching profession.

Table 2 California Teacher Profession Standards Skill Gains Year 5 (2016-17)

Scale: 1=Strongly Disagree 2=Disagree 3= Agree 4=Strongly Agree

As a result of my participation in ADELANTE, I have increased my SKILLS to:

BCLD Mean

N=3

SPEED MM

Mean

N=6

Dual BCLAD& SPEDED

MM N=7


3.44 3.12 3.53


3.43 3.10 3.64


3.32 3.00 3.57


3.40 3.12 3.54

Standard 5: Assessing Student Learning 3.44 3.32 3.62

Standard 6: Developing as a Professional Educator 3.40 3.20 3.66


3.40 2.88 3.60

Under SKILLS gains, the highest rated standard rated by the seven dual credential completers participants’ was “Developing as a Professional Educator” with a mean of 3.66, while lowest rated standard rated was “Engaging and Supporting All Students in Learning” with a mean of 3.53.

For the six Special Education MM participants, the highest rated standard was “Assessing Student Learning” with a mean of 3.32, while the lowest rated standard was “Link With the School Community and a Mediator of Culture” with a mean of 2.88.


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For the three BCLAD participants, the highest rated standard was “Assessing Student Learning” and “Engaging and Supporting All Students in Learning” with a means of 3.44, while the lowest rated standard was “Link With the School Community and a Mediator of Culture” with a mean of 3.40.

For the three BCLAD participants, the highest rated standard was “Engaging and Supporting All Students in Learning” with a mean of 3.44, while the lowest rated standard was “Understanding and Organizing Subject Matter for Student Learning” with a mean of 3.32.

Of importance is that all seven dual credential completers rated all SKILL seven standards above 3.59 or “strongly agree”.

Part III Knowledge and Skills for Further Enhancement in Program (2017-18)

Areas for further enhancement for each of the seven CSTP standards, for both KNOWLEDGE and SKILLS, can be found under Appendix 2. While the results are consistently POSITIVE for all seven CSTP Standards, what is provided are those sub-skills that were identified by the 16 participants during an exit discussion with the evaluator as areas for enhancement in their course work and/or teaching practicum or special seminars (see Appendices 2 and 3 for specifics).


Knowledge & Skills: 2. Use a variety of instructional strategies and resources to respond to students’ diverse needs.

Skills: 4 Engage students in problem solving, critical thinking, and other activities that make subject matter meaningful.


Knowledge: 10. Plan and implement classroom procedures and routines that support student learning.

Skills: 11 Be proficient in using instructional time effectively.


Skills: 14 Inter-relate information within and across subject matter areas.

Knowledge & Skills: 15. Develop student understanding through instructional strategies that are appropriate to the subject matter.


Knowledge & Skills: 19. Develop and sequence instructional activities and materials for student learning.


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Skills: 20. Design short-term and long-term plans to foster student learning.

Standard 5: Assessing Student Learning

Knowledge 24. Involve and guide all students in assessing their own learning.

Skills: 23 Collect and use multiple sources of information to assess student learning.

Standard 6: Developing as a Professional Educator

Knowledge & Skills 29. Work with communities to improve professional practice.

Skills 30. Work with families to improve my professional practice.


Knowledge & Skills 34. Participate in community activities available to students and teachers.

Skills: 35. Use community resources to support student learning.

Recommendations Based on Student Feedback and Program Development

The ADELANTE program offers a unique model for California and the nation to train

bilingual special education mild moderate education specialists. The program participants in their evaluation of the program agree on the knowledge and skills acquired through the two-program as determined by the California Standards for the Teaching Profession. The following recommendations are suggested for future program improvement and program institutionalization at SDSU.

1. The trends over a period of five years suggest that the best pathway for candidates of the dual credential program is to begin with the bilingual/biliteracy training as it provides four teaching methods course in Spanish and English (reading, mathematics, science, social studies) and practicum in two bilingual settings. In the second year participants focus on multidimensional assessments and in the Individualized Educational Plan (IEP’s) in the Special ED Mild-Moderate specialization.

2. Program coordination is an essential challenge for ongoing improvement and preventing disconnection between biliteracy and special education approaches. Program articulation between faculty from both DLE (bilingual) and SPED credential programs is essential to enhance communication, manage course assignments, and support in creating a pedagogical bridge between the two disciplines (Biliteracy and Special Education) while articulating course work. Making connections between theory, practice and modeling is imperative.


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3. Continue to work on institutionalizing the Dual Credential Program (Biliteracy

and Special Education) while working on course articulation between programs. In addition, work with SPED and DLE Department Chairs to streamline the program. For example the focus under the: (1) required psychology course, can be met by one course matching the needs of the bilingual authorization credential and special education credential; (2) educational technology course SPED 560 (applications of Technology for Individuals with Disabilities, the focus should be on the use technology in assessing and supporting the special needs student; (3) reading literacy in teaching reading in English the focus should be on diverse learning needs of students who are English learners and students with Mild-Moderate challenges, can be met by using DLE 532 or 930 or 933 Teaching Reading and Language Arts; (4) Multicultural Education course should be met by SPED 527 (Special Education in a Pluralistic Society); lastly, (5) a team taught course on authentic assessment can be met by SPED 534. Classroom Assessment of Students with Mild/ Moderate Disabilities.

4. Program participants recommend more student oriented conversations about

classroom experiences and challenges would be highly helpful to directly focus on theory and practice. As well as reflecting on their teaching experiences under each of the program emphases--Bilingual Authorization and Special Education MM Emphasis.

5. Provide 2 to 3 bridging seminars in Biliteracy and Special Education a year that

have an specific focus and that are interactive with hands on practice. For example, IEP design-implementation-monitoring, and designing parent meetings for special need students; differentiated instruction, and product base collaborative work that informs EL parents with special needs and school communities. In addition, provide an annual orientation to the dual credential program with delineation as to what is covered through the biliteracy courses and special education courses, as well as expectations of student teaching/practicums in biliteracy and special education.

6. Provide more hands on understanding of the IEP design-implementation-

monitoring process, while having the actual exposure to developing an IEP and modifications to classroom curriculum with an emphasis on how to use student assessments to create student centered lesson plans, specifically for ELs and culturally diverse students with disabilities. The focus is on behavior management, lesson planning, knowing the IEP process (How does it look in a school year? Where do you begin? Where do you end?).

7. Continue to find ways to incorporate parent engagement to increase awareness of

the challenges parents face in supporting their children with disabilities. Include at least one special seminar with a focus on parent engagement and issues of biliteracy and learning differences.

8. Continue to provide professional development with the opportunity to attend


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conferences such as: FERIA Educativa, SDCOE local conferences, and state/national conferences: CABE, CEC, CATESOL, TESOL, as well as educational equity and student success conferences.

9. Continue to utilize experts from the K-12 biliteracy and special education teacher

community that can bridge bilingual/biliteracy and special education mild-moderate instruction and student development.

References

Artiles, A. A., Klingner, J. K., Sullivan, A. & Fierros, E. (2010). Shifting landscapes of professional practices: ELL special education placement in English-only states. In P. Gándara & M. Hopkins (Eds.), Forbidden language: English learners and restrictive language policies. NY: Teachers College Press.

Artiles, A., Kozleski, E., Trent, S., Osher, D., & Ortiz, A. (2010). Justifying and explaining disproportionality, 1968-2008: A critique of underlying views of culture. Exceptional Children, 76(3), 279–299.

Colorin Colorado (2015). Web site: http://www.colorincolorado.org/educators/special_education/

Ortiz, A. A., Robertson, P. M., Wilkinson, C. Y., Liu, Y. -J., McGhee, B. D., & Kushner, M. I. (2011). The Role of Bilingual Education Teachers in Preventing Inappropriate Referrals of ELLs to Special Education: Implications for Response to Intervention. Bilingual Research Journal, 34(3), 316–333.

Samuels, C. (March 4, 2016). Racial bias in special education: Learning about disproportionality. Education Week.

Solorzano, R. (2008). High stakes testing: Issues, implications, and remedies for English

language learners. Review of Educational Research, 78(2), 260-329. Solorzano, R. (2008). High stakes testing: Issues, implications, and remedies for English language

learners. Review of Educational Research, 78(2), 260-329.


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Appendix1

ADELANTEYear5(2016-17)Participants

Name • Completing Dual Credential Sp 2018

Email Completed Only

BCLAD Yr 1 2015-16

Completed SPED MM

2015-16

End of the Year

Evaluation Completed

Eval 2017

1. Astorga. Lizeth * [email protected] YES 2015-16

YES 2016-18

Dual Yr 1 & 2

YES

2. Engberg, Denise [email protected] YES 2015-16

YES 2016-17

Dual Yr 1 & 2

YES

3. Navarro, Arturo

[email protected] YES 2015-16

YES 2016-17

Dual Yr 1 & 2

YES

4. Samaniego, Ruben III


YES 2016-17

Dual Yr 1 & 2

YES

8. Nevarez, Jose *


YES 2017-18

BCLAD Yr 1

YES

6. Tapia-Wence Teresa [email protected] YES 2015-16

YES 2016-17

Dual Yr 1 & 2

YES

7. Uribe, Nicole [email protected] YES 2015-16

YES 2016-17

Dual Yr 1 & 2

YES

8. Garcia, Victoria

[email protected] NO 2016-17

YES 2015-16

SPED Yr 1

YES

9. Hurtado, Jennifer [email protected] NO 2017-18

YES 2016-17

SpedED Yr 1

YES

10. Martinico, Lina * [email protected] YES 2016-17

NO 2017-18

BCLAD Yr 1

YES

11. Meza (Alatorre) * Janet


YES 2015-16

SpedED Yr 1

YES

12. Nuñez, Cinthia * [email protected] NO 2016-17

YES 2016-17

SpedED Yr 1

YES

13. Nuñez, Rogelio * [email protected] YES 2016-17

NO 2017-18

BCLAD Yr 1

YES

14. Pedrero, Hector * [email protected] YES 2016-17

NO 2017-18

BCLAD Yr 1

YES

15. Polanco, Mayra * [email protected] NO 2017-18

YES 2016-17

SpedED Yr 1

YES

16. Rivera, Marissa [email protected] NO 2017-18

YES 2016-17

SpedED Yr 1

YES

Year 5 Overall profile (N=16): 6 candidates completed the Dual credential + 4 BCALD (Yr. 1)+ 6 SPED (Yr.1)


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Name Email Completed Only BCLAD

Yr 1 2015-16

Completed SPED MM

2015-16

End of the Year


Eval

1. Aguilera, Sharon [email protected] YES 2014-15

YES 2015-16

Dual Yr 1 & 2

YES

2. Michael, Renee [email protected]

YES 2014-15

YES 2015-16

Dual Yr 1 & 2

YES

3. PARRA, Priscilla [email protected]

YES 2014-15

YES 2015-16

Dual Yr 1 & 2

YES

4. Salina-Ramos, Margarita


YES 2015-16

Dual Yr 1 & 2

YES

5. Nevarez, Jose


NO 2016-17

BCLAD Yr 1

YES

6. Uribe, Nicole [email protected] YES 2013-14

NO 206-17

BCLAD Yr 1

YES

7. Navarro, Arturo


NO 206-17

BCLAD Yr 1 & 2

YES

8. Samaniego, Ruben III


NO 206-17

BCLAD Yr 1

YES

9. Astorga, Lisbeth [email protected] YES 2013-14

NO 206-17

BCLAD Yr 1

YES

10. Engberg, Denise [email protected] YES 2013-14

NO 206-17

BCLAD Yr 1

YES

11. Tapia-Wence Teresa [email protected] YES 2013-14

NO 206-17

BCLAD Yr 1

YES

12. Garcia, Victoria


YES 2015-16

SPED Yr 1

YES

Year 4 Overall profile (N=12): 4 candidates completed the Dual credential + 8 BCALD (Yr. 1)+ 0 SPED (Yr.1)


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Name Email Completed

Only BCLAD Yr

1 2014-15

Completed Yr.1 & 2: BCLAD & SPED MM in 2014-15

End of the Year


2015-15

Eval

1. CUTTING, Samantha


YES 2014-15

Dual Yr 1 & 2

YES

2. HIGAREDA, Patricia


YES 2014-15

Dual Yr 1 & 2

YES

3. LARA, Vanessa


YES 2014-15

Dual Yr 1 & 2

YES

4. MENDOZA, Maria


YES 2014-15

Dual Yr 1 & 2

YES

5. MILLER-PYE, Deborah

[email protected]

YES 2013-14

YES 2014-15

Dual Yr 1 & 2

YES

6. MOLINA-GONZALEZ, Claudia


YES 2014-15

Dual Yr 1 & 2

YES

7. PLACENCIA, Luz M placencialuz@gmail

YES 2013-14

YES 2014-15

Dual Yr 1 & 2

YES

8. SALINAS-RAMOS, Margarita


NA Yes Yr 1 BCLAD

YES

9. AGUILERA, Sharon


NA YES Yr 1 BCLAD

YES

10. MICHAEL, Renee

[email protected]

YES 2014-15

NA Yes Yr 1 BCLAD

YES

11. PARRA, Priscilla [email protected]

YES 2014-15

NA Yes Yr 1 BCLAD

YES

12. MARQUEZ, Ana

[email protected]

YES 2014-15

NA Yes Yr 1 BCLAD

YES

Year 3 Overall (N=12): 7 candidates completed the Dual credential + 5 BCALD (Yr. 1)+ 0 SPED (Yr.1)


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Name Email Completed Only Yr 1 2014-15

Completed Yr.1 & 2: BCLAD &

SPED MM in 2014-15

End of the Year


2014-15

EVAL

1. Camargo, Rosa [email protected]

YES 2012-13

Yes 2013-14

Dual Yr 1 & 2

YES

2. Galves, Gerardo [email protected]

YES 2013-14

NA SpedED YES

3. Olague Jose [email protected]

YES 2012-13

Yes 2013-14

Dual Yr 1 & 2

YES

4. Rodriguez, Lynnette [email protected] No 2013-14

Yes 2013-14

SpedED YES

5. Sanchez, Sara [email protected] YES 2013-14

NA BCLAD YES

6. Sanchez, Yessica [email protected] YES 2013-14

NA BCLAD YES

7. Wheeler, Judieth [email protected] YES 2013-14

NA SpedED YES

8. Zembrano, Rene [email protected] YES 2012-13

Yes 2013-14

Dual Yr 1 & 2

YES

Year 2 Overall (N=8): 3 candidates completed the Dual credential + 2 BCALD (Yr. 1)+ 3 SPED (Yr.1)


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Appendix2KNOWLEDGE GAINS

Overall ADELANTE Program Student Perceptions of Program YR 4 (2015-16) Scale: 4= Strongly Agree 3= Agree 2= Disagree 1= Strongly Disagree

Foreachofthefollowingstatements,pleaseindicatetheextenttowhichyouagreeordisagreeastothelevelofKnowledgeyougainedasaresultofyourexperienceintheBILINGUALAuthorizationandSPEDMildModerateSpecialistprograms,orboth.

AsaresultofmyparticipationinADELANTE,IhaveincreasedmyKNOWLEDGEto:

BCLDONLY

(1Yr)

N=3

SPEDONLYM

MONLY

(1Yr)

N=6

BCLAD&SPEDMMDUA

L

(2Yrs)

N=7

Standard1:EngagingandSupportingAllStudentsinLearning N=3 N=6 N=7

1.Connectstudent’spriorknowledge,lifeexperiences,andinterestwithlearninggoals.

3.60 3.2 3.71

2.Useavarietyofinstructionalstrategiesandresourcestorespondtostudents’diverseneeds.

3.40 3.4 3.42

3. Facilitatelearningexperiencesthatpromoteautonomy,interaction,andchoice.

3.40 3.2 3.57

4. Engagestudentsinproblemsolving,criticalthinking,andotheractivitiesthatmakesubjectmattermeaningful.

3.60 3.0 3.42

5. Promoteself-directed,reflectivelearningforallstudents. 3.40 3.0 3.57

Standard1OverallMean 3.48 3.16 3.63

Standard2:CreatingandMaintainingEffectiveEnvironmentsforStudentLearning

N=3 N=6 N=7

6. Createaphysicalenvironmentthatengagesallstudentsinageneralandspecialeducationsetting.

3.40 3.0 3.71

7. Establishaclimatethatpromotesfairnessandrespect. 3.60 3.4 3.71

8. Promotesocialdevelopmentandgroupresponsibilityinmyclassroom.

3.40 3.0 3.57

9. Establishandmaintainstandardsforallstudentbehavior. 3.60 3.2 3.57

10. Planandimplementclassroomproceduresandroutinesthatsupportstudentlearning.

3.40 3.0 3.42

11. Beproficientinusinginstructionaltimeeffectively. 3.20 3.2 3.71

Standard2OverallMean

3.43 3.13 3.61


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Standard3:UnderstandingandOrganizingSubjectMatterforStudentLearning

N=3 N=6 N=7

12. Beeffectiveindemonstratingknowledgeofsubjectmattercontentandsubjectdevelopment.

3.00 3.0 3.71

13. Organizecurriculumtosupportstudentunderstandingofsubjectmatter.

3.66 3.4 3.71

14. Inter-relateinformationwithinandacrosssubjectmatterareas. 3.33 3.0 3.57

15. Developstudentunderstandingthroughinstructionalstrategiesthatareappropriatetothesubjectmatter.

3.22 3.0 3.71

16. Usethematerials,resources,andtechnologiestomakesubjectmatteraccessibletostudents.

3.33 3.4 3.57


3.33 3.16 3.66

Standard4:PlanningInstructionandDesigningLearningExperiencesforAllStudents

N=3 N=6 N=7

17. Drawonandvaluestudents’backgrounds,interest,anddevelopmentalneeds.

3.60 3.2 3.71

18. Establishandarticulategoalsforstudentlearning. 3.40 3.2 3.71

19. Developandsequenceinstructionalactivitiesandmaterialsforstudentlearning.

3.40 3.0 3.57

20. Designshort-termandlong-termplanstofosterstudentlearning. 3.40 3.2 3.57

21. Modifyinstructionalplanstoadjustforstudentneeds. 3.40 3.4 3.71


3.44 3.20 3.65

Standard5:AssessingStudentLearning N=3 N=6 N=7

22. Establishandcommunicatelearninggoalsforallstudents. 3.40 3.60 3.71

23. Collectandusemultiplesourcesofinformationtoassessstudentlearning.

3.40 3.40 3.57

24. Involveandguideallstudentsinassessingtheirownlearning. 3.40 3.20 3.57

25. Usetheresultsofassessmentstoguideinstruction. 3.40 3.20 3.57

26. Communicatewithstudents,families,andotheraudiencesaboutstudentprogress.

3.60 3.40 3.71


3.44 3.36 3.63

Standard6:DevelopingasaProfessionalEducator N=3 N=6 N=7

27. Reflectonmyteachingpracticesandinplanningformyprofessionaldevelopment.

3.60 3.20 3.71

28. Establishprofessionalgoalsandpursueopportunitiestogrowprofessionally.

3.60 3.20 3.71


17

29. Workwithcommunitiestoimproveprofessionalpractice. 3.40 3.00 3.42

30. Workwithfamiliestoimprovemyprofessionalpractice. 3.40 3.20 3.71

31. Workwithcolleaguestoimproveprofessionalpractice. 3.40 3.40 3.71


3.48 3.20 3.65

Standard7:LinkWiththeSchoolCommunityandaMediatorofCulture N=3 N=6 N=7

32. Integratethelanguage,culture,anddiversityoftheschoolcommunity.

3.60 2.80 3.71

33. Effectivelymodelbilingualcommunicationskillsandbiculturalvalues.

3.60 2.80 3.71

34. Participateincommunityactivitiesavailabletostudentsandteachers.

3.20 3.00 3.42

35. Usecommunityresourcestosupportstudentlearning. 3.40 3.00 3.57

36. Involvefamilies,parents,andcommunitymembersinstudentlearning.

3.40 3.40 3.57


3.44 3.00 3.59


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Appendix3

SKILLSGAINSOverall ADELANTE Program Student Perceptions of Program YR 4 (2015-16)

Scale: 4= Strongly Agree 3= Agree 2= Disagree 1= Strongly Disagree

Foreachofthefollowingstatements,pleaseindicatetheextenttowhichyouagreeordisagreeastothelevelofSKILLyougainedasaresultofyourexperienceintheBILINGUALAuthorizationandSPEDMildModerateSpecialistprograms,orboth.

AsaresultofmyparticipationinADELANTE,IhaveincreasedmySKILLSto:

BCLDONLY

(1Yr.)

SPEDMMONLY

(1Yr.)

BCLAD&SPEDM

M DUA

L

(2yrs.)

Standard1:EngagingandSupportingAllStudentsinLearning N=3 N=6 N=7

1. Connect student’s prior knowledge, life experiences, andinterestwithlearninggoals.

3.40 3.0 3.71

2. Use a variety of instructional strategies and resources torespondtostudents’diverseneeds.

3.40 3.2 3.42

3. Facilitate learning experiences that promote autonomy,interaction,andchoice.

3.40 3.4 3.57

4. Engage students in problem solving, critical thinking, andotheractivitiesthatmakesubjectmattermeaningful.

3.60 3.0 3.42

5. Promoteself-directed,reflectivelearningforallstudents. 3.40 3.0 3.57

Standard1-OverallMean

3.44 3.12 3.53

Standard2:CreatingandMaintainingEffectiveEnvironmentsforStudentLearning

N=3 N=6 N=7

6. Createaphysicalenvironmentthatengagesallstudentsinageneralandspecialeducationsetting.

3.40 3.0 3.71

7. Establishaclimatethatpromotesfairnessandrespect. 3.60 3.0 3.71

8. Promotesocialdevelopmentandgroupresponsibilityinmyclassroom.

3.40 3.0 3.57

9. Establishandmaintainstandardsforallstudentbehavior. 3.60 3.4 3.57

10. Planandimplementclassroomproceduresandroutinesthatsupportstudentlearning.

3.40 3.0 3.71

11. Beproficientinusinginstructionaltimeeffectively. 3.20 3.2 3.57


3.43 3.10 3.64


19

Standard3:UnderstandingandOrganizingSubjectMatterforStudentLearning

N=3 N=6 N=7

12. Beeffectiveindemonstratingknowledgeofsubjectmattercontentandsubjectdevelopment.

3.20 3.0 3.71

13. Organizecurriculumtosupportstudentunderstandingofsubjectmatter.

3.40 3.0 3.57

14. Inter-relateinformationwithinandacrosssubjectmatterareas.

3.20 2.8 3.57

15. Developstudentunderstandingthroughinstructionalstrategiesthatareappropriatetothesubjectmatter.

3.40 3.0 3.42

16. Usethematerials,resources,andtechnologiestomakesubjectmatteraccessibletostudents.

3.40 3.2 3.57


3.32 3.00 3.57

Standard4:PlanningInstructionandDesigningLearningExperiencesforAllStudents

N=3 N=6 N=7

17. Drawonandvaluestudents’backgrounds,interest,anddevelopmentalneeds.

3.60 3.2 3.71

18. Establishandarticulategoalsforstudentlearning. 3.40 3.2 3.57

19. Developandsequenceinstructionalactivitiesandmaterialsforstudentlearning.

3.20 2.6 3.42

20. Designshort-termandlong-termplanstofosterstudentlearning.

3.40 3.2 3.42

21. Modifyinstructionalplanstoadjustforstudentneeds. 3.40 3.4 3.57


3.40 3.12 3.54

Standard5:AssessingStudentLearning N=3 N=6 N=7

22. Establishandcommunicatelearninggoalsforallstudents. 3.40 3.20 3.57

23. Collectandusemultiplesourcesofinformationtoassessstudentlearning.

3.40 3.20 3.57

24. Involveandguideallstudentsinassessingtheirownlearning.

3.40 3.40 3.57

25. Usetheresultsofassessmentstoguideinstruction. 3.40 3.40 3.71

26. Communicatewithstudents,families,andotheraudiencesaboutstudentprogress.

3.60 3.40 3.71

Standard5-OverallMean 3.44 3.32 3.62

Standard6:DevelopingasaProfessionalEducator N=3 N=6 N=7

27. Reflectonmyteachingpracticesandinplanningformyprofessionaldevelopment.

3.40 3.20 3.71

28. Establishprofessionalgoalsandpursueopportunitiestogrowprofessionally.

3.40 3.20 3.71


20

29. Workwithcommunitiestoimproveprofessionalpractice. 3.20 3.00 3.57

30. Workwithfamiliestoimprovemyprofessionalpractice. 3.40 3.20 3.57

31. Workwithcolleaguestoimproveprofessionalpractice. 3.60 3.40 3.71

Standard6OverallMean 3.40 3.20 3.66

Standard7:LinkWiththeSchoolCommunityandaMediatorofCulture

N=3 N=6 N=7

32. Integratethelanguage,culture,anddiversityoftheschoolcommunity.

3.60 2.80 3.71

33. Effectivelymodelbilingualcommunicationskillsandbiculturalvalues.

3.40 2.40 3.57

34. Participateincommunityactivitiesavailabletostudentsandteachers.

3.20 3.00 3.57

35. Usecommunityresourcestosupportstudentlearning. 3.40 3.00 3.42

36. Involvefamilies,parents,andcommunitymembersinstudentlearning.

3.40 3.20 3.71


3.40 2.88 3.60


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Appendix 4

Using a SWOT process, the 16 participants of 2015-16 were asked to respond to four questions: What are the Strengths of the program? What is the Weakness in the program, What are Tensions in the program? and, What Opportunities have you derived from the program?

2016-17 ADELANTE End-of-Year Evaluation

SWOT –Dual Graduates N=7

1. Strengths --what are the strengths of the program?

Dual Graduate- 1 • The programs allowed us to participate in Voice Your Language and Feria (Educativa) that connects our profession to the community and learn from other professionals •The professors were knowledgeable and passionate in the subject they taught Dual Graduate- 2 The program shows a wide view of different educational philosophies and strategies. • The program teachers demonstrated several strategies in how to instruct a diverse population of students. • The Psychology and History classes in BCLAD Dual Graduate- 3 • Provides opportunities for students of lower socio economic standings to gain access to higher-level education that otherwise might not have a chance to earn their credential. • Provides professional development opportunities outside the university by involving students in conferences within the community. • Provides multiple opportunities for students to broaden their global experiences. Dual Graduate- 4 • It provides us with a great opportunity to do both special education and bilingual education. • There are many professionals that we encounter and got to network with and many of the bilingual professors are passionate about what they do. •The bilingual program is strength alone but the SPED program is great for research and data knowledge. Dual Graduate- 5 •After doing both credentials, I realized that they were complimentary to one another. If I had only done one or another I would not be as prepared as I am now. I guess I was able to take


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everything that I learned and put it all together. Honestly, this program has truly prepared me for a diverse classroom environment. Dual Graduate- 6 • I think one of the biggest strengths of the program is that we get exposure to how to teach non-native English emergent bilingual/multilingual students and students with disabilities, how to learn and develop problem solving skills that will enhance their learning. I think we learn this so that we are able to differentiate between a learning disability and a language barrier. • Additionally, as an educator, I have become more knowledgeable and aware on valuing and incorporating the students’ cultural background, prior knowledge and interests into my their learning, my teaching. • The opportunity to attend professional developments seminars and conferences that will only help us to become better educators by being more prepared for our students. Dual Graduate- 7 • The program encourages us to examine diversity and use its assets

2. Weaknesses -- what are needs for improvement of the program?

Dual Graduate- 1 •More direct practice to help with classroom management •SPED credential should have two semesters of full-time student teaching (to gain experience at the different types of SPED professions to partake in: RSP, SDC, etc.) •Critical courses such as the assessment course should be taught in the first semester, rather than my last semester where I did not get the opportunity to practice and feel comfortable administering assessments such as the Woodcock Johnson (I felt rushed to learn and administer) The SPED program could improve with the IEP preparation. Even though I saw IEP meetings and participated in a mock IEP, I still do not know how to write an IEP Dual Graduate- 2 • A clash in philosophies - - BCLAD socio-constructivist and SpedEd behaviorist • Subjects were taught in a vacuum, no cohesiveness between the instructors. • Many assignments felt empty and without true meaning to the “why” of teaching. Dual Graduate- 3 • There seems to be a lack of organization within both credential programs •Many of the professors seem to be using outdated teaching


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practices and methods that are not as relevant in the classroom. •There is a lot of stress involved in student teaching and taking classes at the same time, putting the students in a position where they have to give half an effort to both activities. Dual Graduate- 4 • Organization and awareness; not an organized program, always giving us information a week before or no notice at all, teaching some of the same information without any different perspective or anything different, outdated information or not giving us the most updated information • Need more student input, mostly professor input and not enough communication between peers to be able to be better reflectors on our own teaching, SPED program needs this more than BCLAD because SPED never really gave us the opportunity to share our experiences and our knowledge as much • More PASSION!!! I know being a professor is tough and it is not their only job but we need MOTIVATION and PASSION to be INSPIRED and work hard to do the best work that we can. Dual Graduate- 5 •It would be fantastic if there was more of an emphasis on creating curriculum-based lessons in special education. The only class that did focus on it was SPED 648 (Dr. Graves) but most students were having trouble doing it. Dual Graduate- 6 • Some of the courses in the Special Education program are a bit outdated. Also, as an intern, I felt as if I lacked preparation for many of the technicalities of being a special education educator. I have not been adequately prepared to fill out IEPs, how to create accurate goals for our students and the legalities of that go along with special education. • As an intern, the order of classes should be reorganized so that I take more of the useful classes in the beginning, such as the assessment class. I was expected to administer the WJ IV and I am scheduled to take that next academic year. 6 months after I would have already been an intern. • Again, to better prepare teacher candidates, the assignments need to be more relevant to one actually does. A class solely on writing or going through the IEP process, not just talking about dates, would be really helpful. Dual Graduate- 7 •The special education program needs to focus more on how to create and teach students rather than just stating student’s


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characteristics due to their disability. Both programs need to be more consistent to what the reality of schools really is.

3. Opportunities -- what opportunities were derived from the program?

Dual Graduate- 1 • Travel to Avila, Spain and learn how the Special Education system differs from the United States • Feria Conference, Voice Your Language Dual Graduate- 2 • Address the “why” of teaching more. • More communication between teachers so assignments are built upon each other thus creating meaningful learning. • Different modalities of instruction to engage all types of learners. • I want to thank you and the ADELANTE program for giving me a great opportunity to learn and change the way that I view the world, and myself. Going through this program has shaped my trajectory and goals of life, and I am very happy where my life objectives are. Dual Graduate- 3 •There were many opportunities to globalize my understanding of education as a whole, both within the community and outside of the country, which I truly appreciated. •There were opportunities to get to know my colleagues and professors in order to network and share ideas •Opportunities to participate in conferences and gain knowledge for what is going on within the education system. Dual Graduate- 4 • Opportunity to establish networks • Opportunity to know about available resources • Opportunity to STUDENT TEACH was one of the best parts of these programs in a bilingual and non-bilingual settings. Dual Graduate- 5 •I have been told that I’m highly marketable with my credentials by a human resource lady at San Diego Unified SD. So, I would say that is a plus! Dual Graduate- 6 • I think the student teaching opportunities are the most beneficial part of the program. There is no better practice than actually doing it. • I also appreciate the idea of letting students intern when we are not able to student teach. But I just feel that there should be better support from SDSU staff. • I appreciate the opportunity for ADELANTE to give students the experience to gain knowledge about the diversity that some of us


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may work with. Many of the skills that we learn to support an emergent bilingual could also benefit a student with disabilities. Dual Graduate- 7 •Study abroad, different school environments, internship opportunities, understand different perspectives of education

4. Tensions/ Threats – what dilemmas were derived from the program (philosophical, field practices, experiences, etc.)?

Dual Graduate- 1 • IEP Preparation. (field experience: Many of the IEP’s were “high profile cases” and I missed a lot of opportunities to learn from my student teaching) • The SPED and Dual Language programs clashed with the instruction philosophy. For instance, the SPED program focused on direct instruction and was taught how to solve a problem, while the Dual language credential promoted students to think more abstractly to reach a conclusion. Dual Graduate- 2 • Many students were dissatisfied with the sense of disorganization in some courses in SpecED • Students were not engaged, teachers would just read PowerPoint slides, which would frustrate the students in the program • There was the perception that teachers would not acknowledge other people’s philosophies of teaching. Dual Graduate- 3 •There were not many opportunities for conversations about the issues and concerns that are going on in education or opportunities for conversations that involved much critical thinking. A lot of the classes were conducted in a way that didn’t involve much student interaction, which became tiresome. • If the opportunity were given to have less courses so that students would be able to focus on their student teaching, or have there be a way that the students could incorporate the challenges they are facing at their site with their colleagues and professors, this would minimize the stress and dilemmas felt by many of the students. There were many times throughout the semester where the challenges that I was facing in the classroom were never addressed in any of my courses. This was very frustrating when trying to complete coursework because none of it felt relevant. • I feel as though more students would be more enthusiastic about participating in the program and the coursework if we were able to incorporate what we are seeing in our student teaching sites, instead of just going solely with what the courses have outlined.


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Dual Graduate- 4 • Some of the tensions were the lack of passion from some of the professors. If you’re not in it or don’t feel the passion anymore, go out and find it because I was very unmotivated to participate in some of the classes. The best classes in SPED mild/mod were the Transition class, the class with Mendy McClure and Diana Pastora-Carsons, and Suzanne Larsen. Other than them, the other classes needed more push and more drive. Some classes needed more up to date information. Also, we did like 4 IEP mock meetings. I think one or two is enough. There needs to be more projects and if there is a lot of reading involved, then more conversations about the reading or just have an online class because otherwise it is boring and not motivating to read. • Special Education is a tough education system and maybe we should have more conversations about it in the program and not just feel like, “well, that’s the way it has been for years” and leave it at that. • More moral support from professors and more help establishing or discovering our philosophies of teaching. Dual Graduate- 5 •I do not have any issues with the program. It was great. Dual Graduate- 6 • I take everything as a learning experience, so no tension. But as mentioned above, I feel that, speaking as an intern, the curriculum needs to be revised. Dual Graduate- 7 •The disconnection of philosophies among the two department programs and their different approaches, and the disconnection between them. Including not having ongoing communication.


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SWOT –Special Education First Year N=6


SpedEd- 1 (CN) •The SPED part of the program gives you a good overview of all of the different areas of special education, (autism, behaviors, transition, tracking data, etc.) •The teachers with experience in the classroom give excellent suggestions with strategies that they have used in the past. • The program links assignments with actual classrooms (For example, in SPED 534 we needed to take actual goals from our students, give them weekly assessments, track the data, and evaluate if our teaching strategies were working.) These types of assignments were good for us and good for the students. SpedEd- 2 (JH) •The communication is strong, between the professors and the students. • The FERIA partnership conference was a great perk to participate in. • This program gives students the opportunity to gain various points of views in education quality and needs. SpedEd- 3 (M) • Facilitates parent/community involvement. • Allows for interaction with other students in the program that have experience. • Gives us an opportunity to attend and be involved in FERIA and other conferences. SpedEd 4 • Everyone within the program is passionate in understanding and helping our students learn and become successful in life. • There is open communication between parents and future educators to gain a better understanding of the challenges they face or what we can do differently in our profession. • The program works to support English Language Learners and students with disabilities. SpecEd-5 • Developing knowledge of special education • Student Teaching • Readings and translating reading to learned experiences by program liaisons SpecEd-6 None provided


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SpedED- 1 • When I compared lessons to some of my peers that had already completed the DLE portion of the program I noticed that their lessons were always more detailed and they incorporated different standards from different areas. • The program could focus more on the legal aspects of special education. I would be great if we could see a guest speaker who is a special education advocate to come in and tell us for the things that they look for in flawed IEP’s. • Overall the SPED program is a very good program. One major flaw is not in the program but in the type of credential. Once we get our credential we are able to teach kinder, 1st - 6th, middle school, high school, post-secondary. Then there are various ways in which we could teach, we can have a special day class, a resource specialist class, an all inclusion co-teach class, and I’m sure that there are others out there. I feel as if this credential allows me to teach in areas that I have very little familiarity with. SpedED- 2 • I would love to have these programs be advertised more by professors or flyers to inspire future educators. • I don’t really know what the liaisons did or were there for, I never got any advice or was reached out by any of them. SpedED- 3 • Communication, I was not receiving some of the emails at first but this got quickly fixed. I guess perhaps next time make sure everyone is on the list of emails. SpedED- 4 • Communication for events and meeting dates. I did not always receive information from meeting dates because I was not added to emails. • Having meetings on Saturdays was better for me than meeting Fridays. It interfered with my school schedule, and I was very tired by then. • I would also like to see a branching out of supporting students in the high school with their transition plans. SpecEd-5 • Meetings need to be given more advanced • We need to know what is expected of us as participants • We need more opportunities to attend conferences SpecEd-6 None provided


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SpecEd-1 • Because of my student teaching placement I was able to see what a more inclusive school is like. •I was able to work with others outside of my comfort zone. •I was able to learn from others as I went through my student teaching experience. SpecEd-2 • Friendships • Connections with parents of children with disabilities. • Feria- lots of information. SpecEd-3 Great opportunities to attend conferences and meet other professionals. • Many learning opportunities at every meeting. SpecEd-4 • Attendance and participation in the FERIA Conference. • Have an open conversation with parents of ELL students with disabilities to gain different perspectives. • Study Abroad opportunity in Summer Institute in Avila, Spain. SpecEd-5 • Meet new people who share similar beliefs about education and be part of the education community • Great way to encourage Hispanic people to join and become part of the special education family. • Great way to grow as a educator and individual SpecEd-6 None provided


SpedEd-1 • Finances were a challenge. I was only able to complete my first credential because of ADELANTE. Having to student teach and not get paid was very difficult. Overall I had to get the TEACH grant, the middle class scholarship and a loan. Then the office of financial aide said that I was getting too much money and that I had to pay some back to reduce my loan amount. I feel as if the teaching programs need to communicate with the office of financial aid and tell them that these students are not able to work like a normal student would and therefore they should not have to give money back.


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SpedEd-2 • The program is labor intensive and stressful • Purpose to understand how to use both field –biliteracy and special education • Knowing how to manage time and the Goals of the two years and credentials SpedEd-3 • None- great program overall it was an honor to be a part of ADELANTE SpecdEd-4 • Making theory and practice of special education a reality • Having time to discuss issues with practitioners (liaison) who have been teaching Special education ELs SpecEd-5 None provided SpecEd-6 None provided


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SWOT –Biliteracy BCLAD First Year N=3


BCLAD-1 (HP) * One of the programs strength is that it draws on students’ backgrounds, interest, and creates activities that develop student’s strengths and needs. *Peer support through the credential process. BCLAD-2 • ADELANTE did a good job at showing us the parents’ perspective. I really enjoyed the parent panel.

• Great community outreach. The FERIA conference was a great way for parents to become involved and for us get a different perspective.

•Did a great job a bridging the special education and DLE programs. I clearly understood how both credentials could work together.

• The Psychology and DLE 515 classes in BCLAD BCLAD-3 • None provided


BCLAD-1 • More frequent communication between program faculty and students BCLAD-2 • I felt out of the loop sometimes because I was not receiving any communication from the program. I mostly found out about meetings through a classmate that was receiving the e-mails.

• I still needed to take out loans to pay for school because I was receiving the scholarship money way after the registration deadline and I could not work either. It would have been less stressful to receive the scholarship money before the deadline or if the program could directly pay for school and just get the leftover money after the add/drop deadline.

• For the FERIA conference, I felt like there was little to no guidance as to what my specific role was. I had to just figure it out on my own. A little more guidance would have been more helpful.


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BCLAD-3 • None provided


BCLAD-1 • The program offered the opportunity to engage in conversations with students and their families, in panels and conferences. • Attending conferences. • Build networking among programs. BCLAD-2 • The opportunity to be in and afford the DLE and SPED credentials

• Be part of the FERIA conference and learn about issues that parents have. I feel like I know how to help them now.

• Helped me collaborate with other ADELANTE members in order to achieve our goals. We were able to help each other better because we had this in common.

BCLAD-3 None provided


BCLAD-1 • Not all practices acquired from the bilingual program were accepted in the special education field by professionals. • Experiences from the special education teaching experiences benefit the BCLAD process in order to have a better insight in the scaffolding process. BCLAD-2 None provided BCLAD-3 None provided

sdsu adelante year 3 evaluation · 12/16/2017 · sdsu adelante year 3 evaluation 1 professional...

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